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Browsing by Subject "teacher training"
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Item Creating engaging discussions online(Lucian Blaga University Publishing House, 2022) Ene, Estela; Padilla, DiegoItem EFL Writing in Romania: Reflections on Present and Future(Brill, 2020) Ene, Estela; Sparks, Sydney; World Languages and Cultures, School of Liberal ArtsMany global contexts remain largely unexplored, and thus unable to inform the shaping of an accurate picture or theory of second language (L2) writing around the world. Romania is such a context. This study investigates the attitudes and perceptions of 52 in-service K-12 English teachers from Romania, and represents an expansion of prior research conducted by the researcher. Using a survey, data were collected about the teachers’ attitudes and perceptions about EFL writing in Romania. The findings illustrate the teachers’ persistent positive attitudes towards the English language and English-speaking countries/cultures as well as further need for professional development in the area of pedagogy and EFL writing.Item An evaluation of a research experience for teachers in nanotechnology(IEEE, 2017-10) Hess, Justin L.; Chase, Anthony; Minner, Dan; Rizkalla, Maher; Agarwal, Mangilal; Mechanical Engineering, School of Engineering and TechnologyThis study involves the evaluation of the second implementation of a Research Experiences for Teacher Advancement In Nanotechnology (RETAIN) program offered at Indiana University-Purdue University Indianapolis (IUPUI). RETAIN represents a professional development model for providing high school teachers with laboratory research experiences in nanoscience and related content areas. In this intensive summer program, teachers spend six weeks conducting nanotechnology-related research in an IUPUI lab. As part of the RETAIN program, teachers complete six credit hours of coursework, wherein they translate their research experiences into the design of classroom modules. Teachers are expected to then implement their modules within their own classrooms during the subsequent academic year. This evaluation focuses on teachers' experiences in IUPUI labs during the summer of 2016, along with three teachers' implementation of nanotechnology labs within their courses during the 2016-2017 school year. To evaluate RETAIN, we explored teacher satisfaction, changes in teachers' content knowledge and nanotechnology perceptions, as well as changes in teachers' epistemological beliefs. Further, we explored the impact of the three teachers' module integration on their students' STEM attitudes and nanotechnology perceptions. The findings indicated that teachers were generally satisfied with the research and course experiences. Further, as a result of RETAIN participation, teachers showed increased nanotechnology content knowledge and knowledge of nanotechnology-related careers. Lastly, three teachers' integration of nanotechnology modules indicated that their students had significantly improved perceptions of nanotechnology's potential coupled with more knowledge of nanotechnology-related careers. The paper concludes with considerations of the quantitative findings in light of teachers' written reflections and author observations of teacher module integration in their classrooms.Item Intensive Reflection in Teacher Training: What is it Good For?(2015) Ene, Estela; Riddlebarger, Cassidy; Department of English, School of Liberal ArtsThe merits of reflective exercises in teacher training are well known. Reflection through journals, surveys/questionnaires, action research, or supervised teaching and classroom discussion creates opportunities for teachers in training to think critically of what they do in their classes, why they do it, and how they could improve. Sometimes, however, teacher training programs may not be ideally positioned to offer novice student teachers (NSTs) the most extensive and coordinated opportunities for teaching, observation, and reflection. The current study examines the usefulness of an intensive reflective exercise realized as a two-question questionnaire used in a Second Language Writing (SLW) course. The findings indicate that the questionnaire was useful in eliciting a fair amount of critical thinking and integration of prior knowledge, new content, and personal experience. For the teacher trainer, it worked as a tool for assessing student learning and planning lessons. The study reflects on the limitations of the intensive reflection exercise applied in it (such as brevity and isolation from other assignments), and makes pedagogical recommendations for future implementation.Item Linguistic Diversity as Resource: A Multilevel Approach to Building Awareness in First-Year Writing Programs (and Beyond)(Duke University, 2018-04) Lovejoy, Kim Brian; Fox, Steve; Weeden, Scott; English, School of Liberal ArtsDrawing on research in systems theory and their own programmatic efforts to recognize, value, and integrate language differences in first-year composition, the authors argue for a multilevel approach for sustainable and systemic change to occur. Multilevel work functions to identify points of leverage for enacting language rights in institutional settings.Item Preparing EFL teachers to teach writing in Poland: The case of an English department(Multilingual Matters, 2024) Ene, Estela; Hryniuk, KatarinaItem Setting the stage for intercultural engagement through professional development.(TESOL, 2021) Ene, Estela